خلاصة:
This study was an attempt to investigate what metacognitive strategies are specifically employed by English learners when it comes to different speaking task types.60 students at advanced level (female) were randomly selected and given an OPT as a test of homogeneity. They were assigned to experimental and control groups. The MS questionnaire (Oxford, 1990) was also administered to see what MS they employed in speaking tasks. The control group was traditionally taught to practice one-way and two-way speaking tasks in a conventional way. The experimental group, however, practiced one-way and two-way speaking tasks after receiving MS instruction. After administering the posttest, an ANCOVA comparison of the mean ratings of the two groups on the posttest revealed a significant difference between the speaking ability and MS use of the two groups. The results indicated that the experimental group outperformed the control group leading to the conclusion that instruction in MS use prior to oral tasks had a significantly higher impact on EFL leaners’ speaking ability. Statistically, the results obtained from descriptive statistics (ANCOVA) and the chi-square revealed that the difference between MS employed by participants in one-way speaking tasks versus two-way speaking tasks were significant.
ملخص الجهاز:
"16 Abstract This study was an attempt to investigate what metacognitive strategies are specifically employed by English learners when it comes to different speaking task types.
Table 9 Strategies employed in one-way speaking tasks Valid Cumulative Frequency Percent Percent Percent Valid finding out about language 25 learning 20.
0 To see if the difference between the strategies employed by the learners with regard to two-way tasks was significant, the researcher performed Chi- square.
The findings of this study revealed some information on the use of the metacognitive strategies by students in their speaking in EFL learning.
It has been applied to studies that correlated strategy uses with Nunan (1991) believes that in two-way tasks all the students in a group discussion have unique information to contribute, and try to convey their meaning to others in an understandable way.
000 N 60 60 In the third phase, to answer the second and third research questions, after 10 sessions of treatment, and after the posttest step, the metacognitive strategies questionnaire was given to the learners to be filled out in 20 minutes.
Metacognitive strategies and speaking performance of EFL learners To find the answer for the first research question concerning the effect of training of metacognitive strategies in one-way and two-way speaking tasks on better performance of EFL learners, the researcher administered the pretest of selected from the speaking and communication parts of American English Files series (4 and 4).
The speaking tasks were given to the experimental group with explicit teaching of metacognitive strategies during the treatment."